The more you ignore me the closer I get: An ERP study of evaluative priming

We used event-related brain potentials (ERPs) to investigate the various mental processes contributing to evaluative priming—that is, more positive judgments for targets preceded by affectively positive, as opposed to negative, prime stimuli. To ensure ecological validity, we employed a priori meaningful landscape pictures as targets and emotional adjectives as visual primes and presented both primes and targets for relatively long durations (>1 s). Prime-related lateralized readiness potentials (LRPs) revealed response priming as one source of the significant evaluative priming effect. On the other hand, greater right-frontal positive slow wave in the ERP for pictures following negative, as compared with positive, primes indicated altered impression formation, thus supporting automatic spreading activation and/or affect misattribution accounts. Moreover, target LRPs suggested conscious counter-control to reduce the evaluative priming net effect. Finally, when comparing prime ERPs for two groups of participants showing strong versus weak evaluative priming, we found strong evidence for the role of depth of prime processing: In the weak-effect group, prime words evoked an increased visual P1/N1 complex, a larger posterior P2 component, and a greater left-parietal processing negativity presumably reflecting semantic processing. By contrast, a larger medial-frontal P2/N2 complex in the strong-effect group suggested top-down inhibition of the prime’s emotional content. Thus, trying to ignore the primes can actually increase, rather than decrease, the evaluative priming effect.     

Levels of visuo-spatial selection: An ERP study of negative priming

Usually, a probe target appearing in a recently ignored distractor location is less efficiently processed. This robust phenomenon is called (visuo-) spatial negative priming (SNP). Among other explanations, concepts of persisting or retrieved spatial inhibition play a major role. Two relevant issues were investigated using event-related brain potentials (ERPs). The first pertains to context sensitivity of inhibition: Is a probe distractor necessary for SNP? The second concerns levels of processing at which spatial inhibition operates: Does SNP affect perception, selection, and/or stimulus classification? A localization task with and without probe distractors was employed while 64-channel EEG was recorded. Obviously, SNP does not require a probe distractor; the distractor-absent SNP effect was larger than the distractor-present SNP effect. Distractor-present SNP had two lateralized ERP effects, N1pc amplitude reduction and N2pc amplitude increase. Smaller N1pc may indeed reflect perceptual decrement, but was inversely related to size of behavioral SNP. By contrast, only strong-SNP participants showed N2pc increase, which points to selection disadvantage due to persisting inhibition of higher-level spatial representations. Distractor-absent SNP had no N1pc/N2pc correlates; instead, reduced amplitude of a broadly distributed P300 component suggests impaired stimulus classification due to episodic retrieval of inappropriate prime information. Overall, SNP seems to emerge from relatively late stages of processing, thus challenging the idea of context-free persisting inhibition of low-level spatial representations. Furthermore, distractor-present and distractor-absent SNP are qualitatively different from each other.     

Children's Spatial Behavior is Differentially Affected After Traumatic Brain Injury

Spatial behavior in 20 children with severe traumatic brain injury (TBI) and 20 healthy controls was investigated using the Kiel Locomotor Maze. Children had to remember defined locations in an experimental chamber with completely controlled intra- and extra-maze cues until learning criterion was reached. In a second experiment, spatial orientation strategies were assessed. Children with TBI were shown to be impaired in spatial learning and spatial memory. Spatial orientation was found to be deficient even in cases where spatial learning and memory proved to be unimpaired, especially in tasks that demanded the use of relational place strategies. Children who suffered a TBI at an early age proved to be more severely impaired in spatial learning and orientation than older children.     

Economic Disadvantage and Young Children’s Emotional and Behavioral Problems: Mechanisms of Risk

This study aimed to establish potential mechanisms through which economic disadvantage contributes to the development of young children’s internalizing and externalizing problems. Prospective data from fetal life to age 3 years were collected in a total of 2,169 families participating in the Generation R Study. The observed physical home environment, the provision of learning materials in the home, maternal depressive symptoms, parenting stress, and harsh disciplining practices were all analyzed as potential mediators of the association between economic disadvantage and children’s internalizing and externalizing problem scores. Findings from structural equation modeling showed that for both internalizing and externalizing problems, the mechanisms underlying the effect of economic disadvantage included maternal depressive symptoms, along with parenting stress and harsh disciplining. For internalizing but not for externalizing problem scores, the lack of provision of learning materials in the home was an additional mechanism explaining the effect of economic disadvantage. The current results suggest that interventions that focus solely on raising income levels may not adequately address problems in the family processes that emerge as a result of economic disadvantage. Policies to improve the mental health of mothers with young children but also their home environments are needed to change the economic gradient in child behavior.     

Maternal speech to infants at 1 and 3 months of age

The goal of this study was to assess maternal speech and in relation to changes in infant social behavior occurring around the second month post birth. Sixty infants interacted with their mother at 1 and 3 months of age in a face-to-face context. At 3 months, infants gazed, smiled, and positively vocalized significantly more than at 1 month. These findings point to a transition in infant social behavior at around the second month post birth. In addition, maternal speech to infants increased between these times in both amount and complexity, possibly in response to an increase in infant social behavior. Maternal speech was related to infant positive vocalizing at 3 months, suggesting mothers especially monitored infant vocalizing at 3 months. Individual differences in maternal speech were stable across visits.     

Political reconciliation at the level of global governance1

This article applies the idea of political reconciliation to current debates on the role and legitimacy of global governance. My underlying thesis is that the idea of reconciliation fits better with the non-ideal circumstances of global injustice. To this end, I will first of all develop a three-tiered model of political reconciliation and introduce the related concept of restorative justice. I will then look at some of the most obvious forms of international and global injustice – historical injustice, economic exploitation, and political domination – and argue that a normative theory of political reconciliation provides better proposals for feasible global governance reforms than do theories of corrective, retributive, or distributive justice. Finally, I will make a few comments on the role of political philosophy as a medium of ‘narrative reconciliation’.     

Implicit sequence learning in deaf children with cochlear implants

Deaf children with cochlear implants (CIs) represent an intriguing opportunity to study neurocognitive plasticity and reorganization when sound is introduced following a period of auditory deprivation early in development. Although it is common to consider deafness as affecting hearing alone, it may be the case that auditory deprivation leads to more global changes in neurocognitive function. In this paper, we investigate implicit sequence learning abilities in deaf children with CIs using a novel task that measured learning through improvement to immediate serial recall for statistically consistent visual sequences. The results demonstrated two key findings. First, the deaf children with CIs showed disturbances in their visual sequence learning abilities relative to the typically developing normal-hearing children. Second, sequence learning was significantly correlated with a standardized measure of language outcome in the CI children. These findings suggest that a period of auditory deprivation has secondary effects related to general sequencing deficits, and that disturbances in sequence learning may at least partially explain why some deaf children still struggle with language following cochlear implantation.     

Diagnostischer Prozess und Voreingenommenheit in der forensischen Psychiatrie

This article analyses the problem of bias and confirmatory bias in the diagnostic process. The analysis is situated mainly within the context of the legal system in the United States but also with consideration of the situation in Germany. Special attention is given to the conceptual history and the development of modern operational classifications, particularly the Diagnostic and Statistical Manual of Mental Disorders (DSM) system.